Information Technology Reference
In-Depth Information
Table 8.1 Data collected
across the session during the
workshop
Tools for collecting data
Total
Group 2
Video recording (14 sessions) 39:39:52
08:39:25
Audio recording
33:17:45
09:03:27
Group interviews
05:26:33
01:25:44
Photographs
1,290
268
Radio interview a
00:32:14
Researchers' summaries
11
1
Student materials
Written material (texts)
10
22
Blog
54
12
Power point
3
1
Drawings
125
31
Sound fi les
50
8
Video games (3 trailers)
00:03:35
00:01:26
Researchers' materials
Videos 01:13:53
Power point presentations 7
Texts 25 6
a Radio https://www.facebook.com/JessWePlay/info
http://www.ivoox.com/podcast-podcast-jess-we-play_
sq_f133474_1.html (oj no es la correcta)
specifi c communities. Moreover, other authors (Gee 2010 ; Green and Wallat 1981 )
provide the rationale for conducting discourse analysis combined with an ethno-
graphic approach. We looked for the fl ow of the classroom conversations to identify
thematic units of varying length, to produce structural maps, and to identify insights
related to people's ideas, explanations, and beliefs.
The analysis is considered as a circular process beginning during fi eldwork (Holstein
and Gabrium 2011 ). In this chapter, we analyze the process followed in the workshop
to understand the process itself and not only the fi nal product of the video game design
activity (Pulsipher 2012b ). From a discourse analysis perspective (Gee 2010 ), the
enquiry was carried out with Transana software (2.5.3) in order to understand the ado-
lescents' experiences in the context in which they occurred. The recordings of each
session were segmented and transcribed in order to analyze the conversations to under-
stand the meaning that this experience had for teenagers and researchers.
8.4
The Creative Process in the Classroom
Results are presented through an analysis of the workshop sessions, analyzing the
conversations in small and large groups. In addition to this, other materials were
considered to have the general contexts of these conversations. Through this analy-
sis, we can see how students become aware of their creative processes and how that
awareness is generated progressively throughout the sessions we'll present.
 
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